| Measuring COVID-19-related stress among 4th through 12th grade students KM Styck, CK Malecki, J Ogg, MK Demaray School Psychology Review, 0 | 102* | |
| Critical Issues in Specific Learning Disability Identification: What We Need to Know About the PSW Model RJ McGill, KM Styck, RS Palomares, MR Hass Learning Disability Quarterly 39 (3), 159-170, 2016 | 89 | 2016 |
| The Development and Psychometric Properties of the Interpersonal Sexual Objectification Scale—Perpetration Version SJ Gervais, MM Davidson, KM Styck, GL Canivez, D DiLillo Psychology of Violence 8 (5), 546-559, 2018 | 74 | 2018 |
| Structural Validity of the WISC-IV for Students with Learning Disabilities KM Styck, MW Watkins Journal of Learning Disabilities 49 (2), 216-224, 2016 | 56 | 2016 |
| Evaluating the Prevalence and Impact of Examiner Errors on the Wechsler Scales of Intelligence: A Meta-Analysis KM Styck, SM Walsh Psychological Assessment 28 (1), 3-17, 2016 | 50 | 2016 |
| Diagnostic Utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition Among Referred Students KM Styck, MW Watkins School Psychology Review 42 (4), 367-382, 2013 | 50 | 2013 |
| COVID-19 Stress and Coping and Associations With Internalizing Problems in 4th Through 12th Grade Students MK Demaray, J Ogg, CK Malecki, KM Styck School Psychology Review, 0 | 44* | |
| Structural Validity of the WISC-IV for Students With ADHD KM Styck, MW Watkins Journal of Attention Disorders 21 (11), 921-928, 2017 | 36 | 2017 |
| Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility CJ Anthony, KM Styck, E Cooke, JR Martel, KE Frye School Psychology Review, 0 | 34* | |
| Child-Centered Play Therapy for Youths Who Have Experienced Trauma: A Systematic Literature Review JJ Humble, NL Summers, V Villarreal, KM Styck, JR Sullivan, JM Hechler, ... Journal of Child & Adolescent Trauma, 2019 | 32 | 2019 |
| Examining Rater Effects on the Classroom Assessment Scoring System KM Styck, CJ Anthony, LE Sandilos, JC DiPerna Child development, 0 | 26* | |
| Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix KM Styck, MW Watkins Contemporary School Psychology 18 (3), 168-177, 2014 | 20 | 2014 |
| Mindfulness Interventions for Children and Adolescents with ADHD: A Review of Objectives and Skills CD Leeth, V Villarreal, KM Styck Journal of Creativity in Mental Health 14, 436-446, 2019 | 14 | 2019 |
| Profile Reliability of Cognitive Ability Subscores in a Referred Sample KM Styck, AA Beaujean, MW Watkins Archives of Scientific Psychology 7, 119-128, 2019 | 13 | 2019 |
| A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math MW Watkins, KM Styck Journal of Intelligence 5 (31), 1-11, 2017 | 13 | 2017 |
| Are ratings in the eye of the beholder? A non-technical primer on many facet Rasch measurement to evaluate rater effects on teacher behavior rating scales KM Styck, CJ Anthony, A Flavin, D Riddle, B LaBelle Journal of School Psychology 86, 198-221, 2021 | 12 | 2021 |
| Evaluating cultural and linguistic load of IQ scores for English language learners CO Calderón-Tena, KM Styck, D Vega, JH Kranzler International Journal of School & Educational Psychology, 0 | 11* | |
| Learning disabilities. RJ McGill, KM Styck, SC Dombrowski The Guilford Press, 2020 | 10 | 2020 |
| Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales. CJ Anthony, KM Styck, RJ Volpe, CR Robert School Psychology, 2022 | 9 | 2022 |
| Diagnostic Utility of the WISC-IV GAI > CPI Cognitive Score Profile for a Referred Sample of Children and Adolescents with Autism KM Styck, MS Aman, MW Watkins Contemporary School Psychology, 2019 | 9 | 2019 |
Marley WatkinsBaylor UniversityEmail yang diverifikasi di baylor.edu
